Creating High Performance Learning Environments

Setting high expectations for students in the classroom has a direct correlation to academic performance. These expectations include both academic and behavior. Setting clear and concise rules, norms and procedures at the beginning of the year and enforcing them throughout the duration of the calendar helps students meet these high expectations by providing guidelines. The following project based learning (PBL) lessons show classrooms where the teacher has set high expectations for the students and the results of setting these expectations.

Roller Coaster Physics

This video follows a physics class at an elementary STEM (science, technology, engineering and math) school. The students are working together to design a “roller coaster” using the laws of physics. The goal is to get the ball to stop at the end of the coaster before it runs off the tracks.

Academic Expectations

This lesson plan sets very high expectations for students. Not only do they have to use physics (in elementary school!!!) to create the project, they have to work together using classroom procedures and norms. The students also have to apply real world scenarios such as budgeting and testing. I imagine this lesson plan is very much like what a real engineer would go through during a corporate project.

Behavior Expectations 

Not only do the students have to successfully complete this project in physics class, they must work with groups in other classes to make a video of their experiment. Working in teams is something that happens every day in the real world so honing student’s communication skills builds teamwork and collaboration. Behavior expectations have consequences as well. If a student’s behavior doesn’t fit classroom norms, then their participation grade is lowered.

Norms and Procedures 

The chiming is the best example of a procedure in the classroom. The procedure allows students to share ideas, successes, and failures about their projects and lets them help each other. It also gives the teacher and idea of where the students are at with the project. 

Video

Whole Brain Teaching

The whole brain teaching method includes multiple steps with strict procedures that teachers can implement into their classrooms. This video takes place at Redwood City High School and uses gestures and chants to keep students on task.

Academic Expectations

Expectations are not directly accessed in the video but it can be inferred that the method sets forth a set of multi-sensory procedures that will result in higher academic achievement. However, the whole brain method relies more on behavioral expectations than academic ones.

Behavioral Expectations

Students are expected to stay on task and follow the rules and procedures in a timely manner. The whole brain method is meant to keep students active and engaged through a variety of intense physical responses.  Students have to repeat the responses until the entire group gets it right.

Norms and Procedures 

The whole brain method uses 5 main rules to establish classroom norms and procedures. The main procedure is having students repeat after the teacher and mimic hand gestures or body actions. The teacher gives immediate feedback on whether the students have met the expectation or if they have to repeat it.  A scoreboard helps tally the student’s performance. 

Chinese Math

China continues to be one the highest scoring countries in math on the PISA standardized test year in and year out. This lesson gives us an idea of the high expectations set in Chinese classrooms, even in the 3^rd grade.

Academic Expectations

Chinese students are given very high expectations both inside and outside of the classroom, especially in areas like math and science. Chinese students are performing math based skills earlier more consistently than in other countries. Students are also expected to study after class.

Behavior Expectations 

The video doesn’t directly address the topic of behavioral expectations but you can clearly see an emphasis is placed on good behavior. Students seem to be obedient and paying attention to the teacher. Students seem to respect the teacher and do as they are told.

Norms and Procedures 

The biggest procedure used in the classroom is the chanting performed by the students. They chant their multiplication tables and follow the teacher’s guidance. This procedure is similar to the whole brain method.

 Summary

I think it’s important to set the same high expectation for all students despite academic or behavioral level.  How each student meets that expectation will be different as some students will need specialized instruction. However, students need a sense of accomplishment and setting high expectations for them is the best way to do this.  In my own classroom, I try to set high expectations for my students. I am guilty of sometimes being more lenient towards some students because of my own expectations based on past classroom performances.

Some of the procedures I use in my classroom (ESL Girls' Middle School) are similar to the ones in the whole brain method. It helps students when hey can hear me model target language so we do a lot of listening and repeating procedures together. We always do a daily routine at the beginning of class so students know what to expect when they enter the classroom. I have a lot more procedures for my elementary school students (where I teach once a week). For example, when I say, “Look, Look” they respond with, “Look at the teacher!” This means I need them to be quiet and pay attention to me. I’ve tried similar strategies in my middle school but they are more reluctant to comply.

I have also used PBL lessons in my classes. I love using PBL because it takes the focus off of the teacher and puts it on the student’s collaborative learning. One project I did was assigning groups a different country from around the world. They then had to research the culture and traditions of each one. They then made poster boards and presentations that ranged from cooking local foods, learning how to dance the flamenco and learning how to say a few words in different languages. 

Sources

Chen, Crystal. 3rd Grade Chinese Math. Retrieved from www.youtube.com/watch?v=h7LseF6Db5g. December 9, 2015


Mace, Robert. Roller Coaster Lab. Retrieved from http://pilotrobertmace.edu.glogster.com/roller-coaster-lab/ December 8, 2015

Reynolds, Michael. What Makes Chinese Math Lessons Good? Retrieved from https://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380. Accessed December 9, 2015

Roxishayne. Whole Brain Teaching. Retrieved from www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be. December 8, 2015

Teaching Channel. Roller Coaster Physics: STEM in Action. Retrieved from https://www.teachingchannel.org/videos/teaching-stem-strategies. December 10, 2015

 

Establishing A Postive Classroom Environment

Creating a climate for diverse students to thrive in is a very important element in the educational field. Teachers must find a way to cultivate a safe learning environment for all of their students. As we've learned in Module 2, this means providing a specialized education for students with diverse needs (gender, socioeconomic, race, mental and physical disabilities, etc). In Module 4, we studied anti-bullying strategies for classrooms with diverse students. Because the classrooms of tomorrow will continue to be so diverse, it's important that we, as teachers, address these issues. In fact, these things that make each student different and unique will be the exact things used against them by bullies. Through anti-bullying strategies and creating a safe learning environment, we can try and help prevent negative interactions inside of the classroom.

Creating an environment of respect begins when the teacher first shows respect for their students. Students are more likely to mirror their teacher’s actions when they see it first-hand. Instructors can’t just preach respect. They must show it themselves in all areas of the classroom. You never know when a student is watching and what habits they are picking up. A teacher must genuinely care about their student’s lives and be open and honest about their own. If a teacher appreciates and understands a student’s background and culture, then the students themselves can begin to develop skills for cross-cultural communication. My own background will make it harder for me to relate to a majority of students. I grew up in rural Ohio, middle-class, Caucasian, with little diversity in my small graduating class of 60. However, I think I can use this to motivate myself to become more culturally sensitive and aware in the classroom. All it takes is being open, honest and respectful in the classroom. What a great learning opportunity this will be for myself!

The teacher must also create a culture of learning in the classroom. Teachers can do this by conveying the importance of what they are learning, and how it will impact their lives. This means that we have to connect our material with the students’ backgrounds so that they can relate to it. Personalizing activities to connect with student’s own interests is how we can help them engage and be successful in the classroom. Connecting with families and communities is also important. If a teacher can meet families and reach out to the community, they provide relevant learning motivations for students. 

Strategies I Can Use To Establish a Positive Classroom Environment

• Provide opportunities for students to build relationships through collaboration and the freedom to express their thoughts and ideas.
• Demonstrate genuine kindness and curiosity so students will follow.
• Don’t spend all of your time in front of the room. Make sure you are navigating your way around the room and giving small one-on-one opportunities to help students and monitor any negative tension.
• Address any problems right away. Don’t let negativity fester until it becomes a bigger issue than it was in the beginning.
• Give students the opportunity to share their culture and language with their peers through culture days or show and tell.
• Make sure students know the repercussions for breaking rules or being disrespectful to one another. Make sure you follow through with the punishment.
• Offer students options with assignments. They can customize projects or homework to better suit their background and needs. Choices are a good thing.
• Have fun, be honest, and share without losing your authority in the classroom. Students trust people they like and respect. Be both.

As you can see, the affective domain in Bloom’s taxonomy is just as important as the cognitive domain. A safe classroom environment can significantly improve a student’s ability to learn. If we provide students with motivation, good values, positive attitudes, and cultural awareness, then we can increase our effectiveness as teachers and the success of our students. 

Sources

Critical Practices for Anti-bias Education, Retrieved from  http://www.tolerance.org/sites/default/files/general/PDA%20Critical%20Practices_0.pdf; November 27, 2015

Killion, Jordan, Create a Supportive Environement For All, Retrieved from http://learningforward.org/docs/leading-teacher/march10_killion.pdf?sfvrsn=2; November 26, 2015

Marzano, Robert. The Art and Science of Teaching, Retrieved from https://s3-us-west-2.amazonaws.com/platform-user-content/prod-copy/get_help_resources/activity_resources/module4/The_Art_and_Science_of_Teaching.pdf; November 27, 2015